Orientation & Mobility IEP goals for high school (grades 9 to 12)
19 of the orientation & mobility templates in the library are written for high school (grades 9 to 12). Each opens in the builder, where the grade band is a starting point and the baseline comes from your own assessment.
19 templates · 1 skill · 9–12 · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
Orientation & Mobility Vision, Hearing & Assistive Technology
Reorient after getting lost on a route
Reorientation
By the annual IEP review date, when they realize they are off a familiar route at school or in the community, the student will stop, search for a known landmark or clue, and use it to return to the route or ask for help, performing all 6 steps independently, on 3 consecutive planned drop-offs, as measured by a task-analysis checklist collected during O&M lessons, at least twice a month.
Accept or decline offers of help politely
Accepting and declining assistance
By the annual IEP review date, when a peer, staff member, or member of the public offers help or takes the student's arm during travel, the student will say whether they want help, then either show the person how to guide them or thank them and keep traveling independently in 4 of 4 opportunities, across 3 consecutive O&M lessons, as measured by direct observation collected during each O&M lesson.
Plan a new route from a tactile map
Tactile maps for route planning
By the annual IEP review date, given a tactile map of a part of the school or campus the student has not traveled, the student will plan the route on the map, tell the turns and landmarks, and then travel it to the destination, performing all 6 steps independently, on 3 consecutive new routes, as measured by a task-analysis checklist collected during O&M lessons, twice a month.
Get to each class during passing periods
Passing-period travel
By the annual IEP review date, during passing periods on a full school day, starting from the previous class, the student will travel to the next class with the cane or the taught technique and arrive before the bell independently in 6 of 6 opportunities, on 5 consecutive school days, as measured by direct observation collected daily during the first month of the term, then weekly.
Cross at a stop-sign intersection
Street crossings: stop-sign intersections
By the annual IEP review date, during an O&M lesson at a residential stop-sign-controlled intersection, with the O&M specialist close beside the student, the student will find the curb, align to cross, listen to traffic, start crossing when it is safe, and reach the opposite curb, performing all 8 steps independently, across 5 consecutive crossings, as measured by a task-analysis checklist collected during each O&M lesson.
Cross with the parallel traffic surge
Street crossings: signalized intersections
By the annual IEP review date, during an O&M lesson at a signalized intersection without an accessible pedestrian signal, with the O&M specialist close beside the student, the student will align to cross, identify the traffic pattern, wait for the near-side parallel surge, and cross to the far curb, performing all 9 steps independently, across 5 consecutive crossings, as measured by a task-analysis checklist collected during each O&M lesson.
High school orientation & mobility goals point toward life after school: independence, self-advocacy, and skills used in courses, jobs, and the community. Conditions name realistic materials and settings, and many goals are written so the student collects part of the data.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 10 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 8 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 1 goal here
Frequently asked questions
How do orientation & mobility goals connect to transition planning in high school?
Annual goals should support the student's measurable postsecondary goals for education, employment, and independent living (34 CFR 300.320(b)). A skill goal can be written in the context of a course, a job site, or a daily living routine.
Can a high school student help write their own goals?
Yes, and the student must be invited to IEP meetings where transition is discussed. Student-chosen goals with self-monitoring tend to be measured more consistently.
How are high school goals measured when the student has many teachers?
With work samples, percent of assignments completed, rubrics, or self-monitoring checklists reviewed weekly by the case manager. The goal should say who records the data and where.
IEP Atlas Pro
Turn these goals into progress reports
Pro tracks every goal on your caseload and drafts the report for you. Free for 14 days.
Count trials, prompts, and minutes live in the session; the graph and trend line draw themselves; progress reports are drafted from your data.